Beyond Expectations!
By Brandon Cook
The title of this essay accurately describes my journey in the MAED program at Michigan State University. I had just finished my first full year teaching in my current position and, being a person who does not like to procrastinate, decided to begin the process to acquire my master's degree as soon as possible. As stated in my goals reflection, I chose Michigan State for their accessibility through the online curriculum and proximity to where I live. I also chose Michigan State for its reputation in teacher education and would have been satisfied to enter the MAED program to simply fulfill my requirements as a teacher in the state of Michigan to earn my professional certificate. I also hoped to receive further development as a coach through this program. To sum it up, my expectations were to just receive further education as it relates to teaching and coaching and fulfill all requirements of a teacher. However, I know that I have gained much more after reflecting on the past three years as a graduate student at Michigan State.
I entered the MAED online program with the expectation that it would involve a lot of reading, writing and little interaction with other students. It was not ideal but I accepted this possibility in order to have the flexibility to work on my courses anywhere outside of East Lansing. I didn't exactly know how this would help me develop as a coach and a teacher nor did I think of how technology would play a significant role in this. In any case, it did not take long before I discovered how relevant many of the courses were to my job. I also learned more about online courses and the uses of technology in the classroom than I could have ever expected.
I entered the MAED online program with the expectation that it would involve a lot of reading, writing and little interaction with other students. It was not ideal but I accepted this possibility in order to have the flexibility to work on my courses anywhere outside of East Lansing. I didn't exactly know how this would help me develop as a coach and a teacher nor did I think of how technology would play a significant role in this. In any case, it did not take long before I discovered how relevant many of the courses were to my job. I also learned more about online courses and the uses of technology in the classroom than I could have ever expected.
What I Learned for Coaching
There were three courses that I took to fulfill the primary concentration of Sports Leadership and Coaching. All three impacted how I view the legal aspects of coaching and being the athletic director, the psychological aspects of working with players and the designing of programs to put athletes in a position to succeed. All three courses had a lot to do with each other and so I want to emphasize the reality that they are not mutually exclusive. However, I do want to highlight the impact that one course had on me to this day and that is the KIN 856 Physical Basis of Coaching Athletes as was facilitated by Dr. Scott Riewald.
One of the issues that too often plagues effective coaching is the tendency of coaches to use sub-optimal training techniques when it comes to skill development as well as the use of contraindicated exercises. At the time, I had just joined the football coaching staff at the school where I teach and it became imperative for me to be aware of the training techniques utilized and to discuss with coaches the best practices I learned. It is not so much that the KIN 856 course taught me these techniques and exercises. Rather the course provided me the opportunity to do sound research and learn for myself what makes these techniques and exercises better and safer. Such research was demanding but it provided me with an opportunity to grow as a researcher and coach and see the sound connection the two can make.
There were many other opportunities this course provided me to grow as a coach. However, I really want to share how I learned to use technology from this course in my position as a coach. Initially, I emphasized how I used research to understand proper technique. Once a coach understands the proper technique, the next challenge becomes how to give the appropriate feedback to the athlete. At one point, this was difficult as it required the use of a camera and video equipment that was not available. Now such equipment is ubiquitous, readily available through even our cell phones. Once I realized that I could simply use my small digital camera to record some of my athletes performing a single skill, I made it a regular part of my feedback to the athletes.
Learning how to use this technology progressed to the next level once I got familiar with a software called Dartfish. Dartfish allowed me to analyze movements from a mechanical standpoint and even provides the ability for me to give written or verbal feedback for each sequence of movement. Such software is incredibly useful in giving athletes sound feedback that they can see and reflect on. Even more so, I learned that technology is increasing our capacity as coaches to give accurate and tangible feedback to improve the athletic performance of the athletes that we work with. This course provided insight into tools and ideas that I would not have thought too much about. This course certainly brought me beyond my expectations.
One of the issues that too often plagues effective coaching is the tendency of coaches to use sub-optimal training techniques when it comes to skill development as well as the use of contraindicated exercises. At the time, I had just joined the football coaching staff at the school where I teach and it became imperative for me to be aware of the training techniques utilized and to discuss with coaches the best practices I learned. It is not so much that the KIN 856 course taught me these techniques and exercises. Rather the course provided me the opportunity to do sound research and learn for myself what makes these techniques and exercises better and safer. Such research was demanding but it provided me with an opportunity to grow as a researcher and coach and see the sound connection the two can make.
There were many other opportunities this course provided me to grow as a coach. However, I really want to share how I learned to use technology from this course in my position as a coach. Initially, I emphasized how I used research to understand proper technique. Once a coach understands the proper technique, the next challenge becomes how to give the appropriate feedback to the athlete. At one point, this was difficult as it required the use of a camera and video equipment that was not available. Now such equipment is ubiquitous, readily available through even our cell phones. Once I realized that I could simply use my small digital camera to record some of my athletes performing a single skill, I made it a regular part of my feedback to the athletes.
Learning how to use this technology progressed to the next level once I got familiar with a software called Dartfish. Dartfish allowed me to analyze movements from a mechanical standpoint and even provides the ability for me to give written or verbal feedback for each sequence of movement. Such software is incredibly useful in giving athletes sound feedback that they can see and reflect on. Even more so, I learned that technology is increasing our capacity as coaches to give accurate and tangible feedback to improve the athletic performance of the athletes that we work with. This course provided insight into tools and ideas that I would not have thought too much about. This course certainly brought me beyond my expectations.
What I Learned for the Classroom: about Learning and Teaching
I entered the MAED program with the intention of growing both as a coach and a teacher. Even though my primary concentration was on Sports Leadership and Coaching, most of my studies were actually spent on what I do in my classroom where I teach mathematics and what I can do to become a better teacher.
Initially, I was not too sure as to what I was going to be learning. Much of my undergraduate experience focused on some techniques and a lot of discussion on utilizing differentiated instruction. However, I entered the workforce with little knowledge on how to best utilize what I learned and faced many of aspects of teaching that are hard to discuss as an undergraduate until a teacher actually experiences issues related to student behavior and motivation. Upon entering graduate school and taking a few of these courses, I had already taught for a few years and developed a better basis for understanding the needs of my students. For this reason, the past couple of years have been a very productive time as I consider the influence of my graduate studies on my teaching.
One of the most important aspects of being a math teacher is to understand what it means to reason mathematically and how to help students reason with the knowledge that math does make sense. To be fair, this was addressed in my undergraduate studies. However, it wasn’t until I started teaching that I realized how important of an issue it really is. It was also at this time that I took the TE 855 Teaching School Mathematics course, facilitated by Dr. Kristen Bieda, and started to really explore what was happening to my students in their mathematical reasoning skills.
The TE 855 course asked us to attend to six major questions throughout the semester:
It is difficult to reasonably answer all of these questions. However, I used this course as an opportunity to explore what is happening in the reasoning of math with the specific population of students that I work with.
What was helpful in this class is that it did not focus too much on technique as we can recognize the different needs of students and the different set of resources available to teachers. We set about to do research instead about how we can improve the learning and reasoning of math by our students. I appreciated this approach as it lessened the need to use a 'technique' and just report how it went. It actually made me think deeper about issues that attend to the reasoning of students, especially as it related to the students’ willingness to engage and to put the effort into understanding concept that are difficult. This resulted in my first ever attempt at action research where I posed the question about how to “Engage the Disengaged”.
Not only was this research helpful in teaching me about my own students, it also helped me engage in efforts to improve the classroom and to look for solutions. I learned about the learning environments that my students work in as well as their backgrounds to see the influences that affect their own attempts at math reasoning. In the end, I did not discover any solutions or cures to the motivational issues that affect math reasoning. However, I did learn a lot about my students and gained important insights in to what can be done to better help my students. It needs to be remembered that most research uncovers truths of a situation rather than provide concrete solutions to a problem.
In any case, the process of investigating the experiences of students before they enter high school was significant for me to address whenever there was a department meeting for K-12 mathematics. For example, I learned that more than forty percent of all incoming freshman enter our high school without ever passing a single math course. I looked further into the issue and discovered that our school district allows middle school students to fail one course per semester and that many of our students know this. Such discussion began efforts in forming courses to hopefully re-mediate such problems. While this remedial course is more for damage control, it was important that such issues came to light from this research and became useful well after I finished the TE 855 course.
There was a lot more done in this course than the action research that I embarked upon. I just wanted to highlight a significant role that this course brought about in my efforts to improve the learning environment of my students in my classroom and the affects it also had on our instruction as teachers at even the middle school level. I learned that a lot more is going on than just the instruction that takes place in the classroom that affects the learning of students in all classes. While this information is not new to any teacher, I discovered more specific demographic issues pertaining to learning as well as the political factors and the role that the decisions made by administrators and others have on the classroom.
Another aspect of the TE 855 course that I learned was very much unanticipated but very useful. It was the fact that the course took place entirely on a Wikispace. This was significant as anyone can create a Wikispace and I started to see how such technology could even be used for my own classroom. In fact, the following semester’s class of TE 831 Teaching Subject Matter with Technology, used the same exact portal for the class. This course, taught by Erik Byker, not only helped me to see the use of a Wikispace for my own class that I eventually created. It also revealed the many ways that technology can engage students and help their learning by working with technology.
This course spent a serious amount of time helping us understand the backbone of TPACK and its influence on instruction. In doing so, we explore the many materials we have as teachers through online forums, programs and the repurposing of existing technology. The repurposing of technology was significant as it revealed the availability of tools that can help improve the engagement of students in the classroom.
For example, I had students use their digital cameras or phone cameras to produce works that would reveal a lot about the effects of dilations when enlarging or minimizing the dimensions of a picture taken. Normally I would never have considered the possibility of such devices being used in the classroom as it is a school policy that they not be out and in use. However, I had my students use their technology that they are familiar with and we repurposed it to fulfill the goals of our course. More importantly, the use of this technology engaged my students as they found a purpose to reasoning mathematically.
Pragmatically speaking, this course helped me in my goal of helping my students engage with the use of technology. However, this course also brought to light more about myself as a technology user and how it has been used to help me learn. This course also helped me to understand ideas about what it means to be a “digital native” or “digital immigrant” that I had not considered too much as a teacher. While this course provided tools that can be used in the classroom now, it also helped train me to be a teacher that continuously learns new technology for ways of continuously improving our classroom instruction. This was probably more useful as I consider myself more of a digital immigrant.
In any case, I can best describe what I learned by sharing this well know Chinese proverb:
“Give someone a fish and you feed him for a day;
Teach someone to fish and you feed him for a lifetime.”
This is a good metaphor in describing my experience in TE 831. While I was given specific tools to use in the classroom, what ended up remaining with me in my experience is learning to use technology and learning to further my understanding of how technology can enhance learning in the classroom.
Both of these courses were significantly influential in what I do in my classroom and on instruction. I wasn’t too sure what I would be getting out of these courses and may have been satisfied with just instruction on how to use a few tools and techniques for learning. Instead I learned how much of my own professional development needs to be initiated on my own and now I understand better as to how that may look as I have been equipped and trained to do so. In the end, these courses and a few more went beyond my expectations.
Initially, I was not too sure as to what I was going to be learning. Much of my undergraduate experience focused on some techniques and a lot of discussion on utilizing differentiated instruction. However, I entered the workforce with little knowledge on how to best utilize what I learned and faced many of aspects of teaching that are hard to discuss as an undergraduate until a teacher actually experiences issues related to student behavior and motivation. Upon entering graduate school and taking a few of these courses, I had already taught for a few years and developed a better basis for understanding the needs of my students. For this reason, the past couple of years have been a very productive time as I consider the influence of my graduate studies on my teaching.
One of the most important aspects of being a math teacher is to understand what it means to reason mathematically and how to help students reason with the knowledge that math does make sense. To be fair, this was addressed in my undergraduate studies. However, it wasn’t until I started teaching that I realized how important of an issue it really is. It was also at this time that I took the TE 855 Teaching School Mathematics course, facilitated by Dr. Kristen Bieda, and started to really explore what was happening to my students in their mathematical reasoning skills.
The TE 855 course asked us to attend to six major questions throughout the semester:
- What are our experiences with mathematical reasoning? Where do we come from?
- How do we know mathematical reasoning when we see/hear it?
- If our goal is to help students learn to reason mathematically, to see school math as reasonable, what makes a good task?
- Are there particular pedagogical practices, and particular sorts of classroom culture, that help K-12 students learn to reason mathematically?
- How does teaching mathematical reasoning fit with our other priorities, obligations, and commitments?
- How do we assess our success in teaching mathematical reasoning?
It is difficult to reasonably answer all of these questions. However, I used this course as an opportunity to explore what is happening in the reasoning of math with the specific population of students that I work with.
What was helpful in this class is that it did not focus too much on technique as we can recognize the different needs of students and the different set of resources available to teachers. We set about to do research instead about how we can improve the learning and reasoning of math by our students. I appreciated this approach as it lessened the need to use a 'technique' and just report how it went. It actually made me think deeper about issues that attend to the reasoning of students, especially as it related to the students’ willingness to engage and to put the effort into understanding concept that are difficult. This resulted in my first ever attempt at action research where I posed the question about how to “Engage the Disengaged”.
Not only was this research helpful in teaching me about my own students, it also helped me engage in efforts to improve the classroom and to look for solutions. I learned about the learning environments that my students work in as well as their backgrounds to see the influences that affect their own attempts at math reasoning. In the end, I did not discover any solutions or cures to the motivational issues that affect math reasoning. However, I did learn a lot about my students and gained important insights in to what can be done to better help my students. It needs to be remembered that most research uncovers truths of a situation rather than provide concrete solutions to a problem.
In any case, the process of investigating the experiences of students before they enter high school was significant for me to address whenever there was a department meeting for K-12 mathematics. For example, I learned that more than forty percent of all incoming freshman enter our high school without ever passing a single math course. I looked further into the issue and discovered that our school district allows middle school students to fail one course per semester and that many of our students know this. Such discussion began efforts in forming courses to hopefully re-mediate such problems. While this remedial course is more for damage control, it was important that such issues came to light from this research and became useful well after I finished the TE 855 course.
There was a lot more done in this course than the action research that I embarked upon. I just wanted to highlight a significant role that this course brought about in my efforts to improve the learning environment of my students in my classroom and the affects it also had on our instruction as teachers at even the middle school level. I learned that a lot more is going on than just the instruction that takes place in the classroom that affects the learning of students in all classes. While this information is not new to any teacher, I discovered more specific demographic issues pertaining to learning as well as the political factors and the role that the decisions made by administrators and others have on the classroom.
Another aspect of the TE 855 course that I learned was very much unanticipated but very useful. It was the fact that the course took place entirely on a Wikispace. This was significant as anyone can create a Wikispace and I started to see how such technology could even be used for my own classroom. In fact, the following semester’s class of TE 831 Teaching Subject Matter with Technology, used the same exact portal for the class. This course, taught by Erik Byker, not only helped me to see the use of a Wikispace for my own class that I eventually created. It also revealed the many ways that technology can engage students and help their learning by working with technology.
This course spent a serious amount of time helping us understand the backbone of TPACK and its influence on instruction. In doing so, we explore the many materials we have as teachers through online forums, programs and the repurposing of existing technology. The repurposing of technology was significant as it revealed the availability of tools that can help improve the engagement of students in the classroom.
For example, I had students use their digital cameras or phone cameras to produce works that would reveal a lot about the effects of dilations when enlarging or minimizing the dimensions of a picture taken. Normally I would never have considered the possibility of such devices being used in the classroom as it is a school policy that they not be out and in use. However, I had my students use their technology that they are familiar with and we repurposed it to fulfill the goals of our course. More importantly, the use of this technology engaged my students as they found a purpose to reasoning mathematically.
Pragmatically speaking, this course helped me in my goal of helping my students engage with the use of technology. However, this course also brought to light more about myself as a technology user and how it has been used to help me learn. This course also helped me to understand ideas about what it means to be a “digital native” or “digital immigrant” that I had not considered too much as a teacher. While this course provided tools that can be used in the classroom now, it also helped train me to be a teacher that continuously learns new technology for ways of continuously improving our classroom instruction. This was probably more useful as I consider myself more of a digital immigrant.
In any case, I can best describe what I learned by sharing this well know Chinese proverb:
“Give someone a fish and you feed him for a day;
Teach someone to fish and you feed him for a lifetime.”
This is a good metaphor in describing my experience in TE 831. While I was given specific tools to use in the classroom, what ended up remaining with me in my experience is learning to use technology and learning to further my understanding of how technology can enhance learning in the classroom.
Both of these courses were significantly influential in what I do in my classroom and on instruction. I wasn’t too sure what I would be getting out of these courses and may have been satisfied with just instruction on how to use a few tools and techniques for learning. Instead I learned how much of my own professional development needs to be initiated on my own and now I understand better as to how that may look as I have been equipped and trained to do so. In the end, these courses and a few more went beyond my expectations.
What I Learned about Myself
One of my fears about professional development has been the issue of being compared to the “ideal teacher” that seem to be able to do anything under any circumstance. Too often I sit in meetings learning how some teachers perform admirably in the classroom and find that I do have a lot to learn from them. Other times, I find myself unable to do all that we learn. Sorry, I do not believe I am a teacher worthy of making a movie of.
The problem is that teachers are too often compared and not recognized as being different in the same way as students. Teachers are tasked to teach to all learning styles when the teachers themselves are also limited in what they can offer whether it is their own perspective or learning style. It can develop into an identity crisis for some teachers or we may become apathetic and cynical on the job.
This fear could have easily been perpetuated in the graduate courses that I took. However, I found that many of them did otherwise and even helped me to better understand who I am as a teacher. For example, through the TE 831 course, I learned I was more of a “digital immigrant”. I found this helpful as I understood where I stood in my understanding of technology compared to my students who are more likely to be “digital natives”.
The one course that really took me to the task of learning who I am as a teacher was the EAD 866 Teaching in Post-Secondary Education course instructed by Ann Austin and Leslie Jo Shelton. I took this course with the expectation that I would get an idea of what it means to teach in the university level but ended up learning about myself and where my strengths are as a teacher. This was significant as it allowed me to identify the ways that I can make the most impact on students. It is my goal, as a teacher, is to be able to teach as effectively as possible. This leads to the possibility that I might not teach the best in ways other people expect of me. Like learning, teaching can happen in a multitude of ways and, like learning, each ways can have the same impact in the appropriate environment.
Daniel Pratt, the author of Five Perspectives on Teaching in Adult and Higher Education, describes the following perspectives of teaching: transmission, apprenticeship, developmental, nurturing and social reform. After taking an assessment provided by the same people that wrote the book, I learned that I am most effective as an educator through the perspective of an apprentice to my students. This information was revealing as it can describe my struggles a teacher working through other perspectives that do not suit me as well. It is important for teachers to incorporate multitude of perspectives, but it is especially important for teacher to use their strengths.
Many instructors opt for using just one perspective, like transmission, as their default method of teaching but fail to use themselves as effectively as possible. I am equally guilty as I find myself using just transmission as the most efficient means of educating my students. However, I find that I make the most impact working with individual students and small groups of students. In those times I am able to not only instruct but also inspire students better through the materials. As a result I have always found myself better at motivating and connecting with students.
So what has this meant for me as a teacher? It has presented me with the challenge of organizing my classes into ways that are more conducive for me to interact with small groups of students. After learning this, I have organized more activities for my students to work on and even made myself a participant in matters of inquiring or inspiring my students.
This revelation also helped me to ask the question as to whether or not I am working in the best environment suited to my strengths as a teacher. I often work in very large classes and can model such style to be incorporated in the individual groups. However, it is still not the most ideal situation and has even made me consider what it could look like in post-secondary education. The issue comes back to how I can be most useful in educating students and I now have more of an understanding as to what that can look like as a result of EAD 866. Once again, it went beyond my expectations.
The problem is that teachers are too often compared and not recognized as being different in the same way as students. Teachers are tasked to teach to all learning styles when the teachers themselves are also limited in what they can offer whether it is their own perspective or learning style. It can develop into an identity crisis for some teachers or we may become apathetic and cynical on the job.
This fear could have easily been perpetuated in the graduate courses that I took. However, I found that many of them did otherwise and even helped me to better understand who I am as a teacher. For example, through the TE 831 course, I learned I was more of a “digital immigrant”. I found this helpful as I understood where I stood in my understanding of technology compared to my students who are more likely to be “digital natives”.
The one course that really took me to the task of learning who I am as a teacher was the EAD 866 Teaching in Post-Secondary Education course instructed by Ann Austin and Leslie Jo Shelton. I took this course with the expectation that I would get an idea of what it means to teach in the university level but ended up learning about myself and where my strengths are as a teacher. This was significant as it allowed me to identify the ways that I can make the most impact on students. It is my goal, as a teacher, is to be able to teach as effectively as possible. This leads to the possibility that I might not teach the best in ways other people expect of me. Like learning, teaching can happen in a multitude of ways and, like learning, each ways can have the same impact in the appropriate environment.
Daniel Pratt, the author of Five Perspectives on Teaching in Adult and Higher Education, describes the following perspectives of teaching: transmission, apprenticeship, developmental, nurturing and social reform. After taking an assessment provided by the same people that wrote the book, I learned that I am most effective as an educator through the perspective of an apprentice to my students. This information was revealing as it can describe my struggles a teacher working through other perspectives that do not suit me as well. It is important for teachers to incorporate multitude of perspectives, but it is especially important for teacher to use their strengths.
Many instructors opt for using just one perspective, like transmission, as their default method of teaching but fail to use themselves as effectively as possible. I am equally guilty as I find myself using just transmission as the most efficient means of educating my students. However, I find that I make the most impact working with individual students and small groups of students. In those times I am able to not only instruct but also inspire students better through the materials. As a result I have always found myself better at motivating and connecting with students.
So what has this meant for me as a teacher? It has presented me with the challenge of organizing my classes into ways that are more conducive for me to interact with small groups of students. After learning this, I have organized more activities for my students to work on and even made myself a participant in matters of inquiring or inspiring my students.
This revelation also helped me to ask the question as to whether or not I am working in the best environment suited to my strengths as a teacher. I often work in very large classes and can model such style to be incorporated in the individual groups. However, it is still not the most ideal situation and has even made me consider what it could look like in post-secondary education. The issue comes back to how I can be most useful in educating students and I now have more of an understanding as to what that can look like as a result of EAD 866. Once again, it went beyond my expectations.
Final Thoughts
As I near the end of my time through the MAED program by taking the ED 870 Capstone course facilitated by Dr. Matthew Koehler, William Cain and Penny Thompson, it has been interesting to reflect on the path that I took in my career as a math teacher and the path I took to finish up my degree. Before beginning this course, I was just glad to take it as the final course in my journey. Instead, it forced me to slow down and actually think about what I got out of this program.
Reflecting on my goals I created before the program began, my Goal Reflection Statement Essay highlights what little I knew to expect from this program for teaching and coaching. My Future as a Learner Essay describes how I will utilize many online learning opportunities for education in order to continue being a lifelong learner and to embark upon the idea of teaching in a post-secondary environment. With technology always changing, I realize the need to continuously educate myself on how to use it to make an impact in the classes I currently teach. In this Synthesis Essay, it has been interesting to go back through each course and reflect on how they each played a significant role in my learning, coaching, teaching and utilizing technologies. It was difficult to just highlight a few of the courses.
In closing, this program has helped me grow as an educator in amazing ways. I learned to make the connection between what I learned in this program and the ways I influence the education of students through teaching or coaching. This program has gone beyond my expectations and taken me farther in my career than I could have ever asked for or even conceived when I embarked on this journey.
Reflecting on my goals I created before the program began, my Goal Reflection Statement Essay highlights what little I knew to expect from this program for teaching and coaching. My Future as a Learner Essay describes how I will utilize many online learning opportunities for education in order to continue being a lifelong learner and to embark upon the idea of teaching in a post-secondary environment. With technology always changing, I realize the need to continuously educate myself on how to use it to make an impact in the classes I currently teach. In this Synthesis Essay, it has been interesting to go back through each course and reflect on how they each played a significant role in my learning, coaching, teaching and utilizing technologies. It was difficult to just highlight a few of the courses.
In closing, this program has helped me grow as an educator in amazing ways. I learned to make the connection between what I learned in this program and the ways I influence the education of students through teaching or coaching. This program has gone beyond my expectations and taken me farther in my career than I could have ever asked for or even conceived when I embarked on this journey.
References
Beyond expectations image from http://spideriv.deviantart.com
Coaching image from http://raisingfigureskaters.com
Cartoon image from http://www.cartoonstock.com/directory/c/classroom_disruptions.asp
Evolution image from http://zero-drop.com
Final Thoughts image from http://ted.coe.wayne.edu/sse/wq/Grant/Conclusion.html
Coaching image from http://raisingfigureskaters.com
Cartoon image from http://www.cartoonstock.com/directory/c/classroom_disruptions.asp
Evolution image from http://zero-drop.com
Final Thoughts image from http://ted.coe.wayne.edu/sse/wq/Grant/Conclusion.html